The phenomenon of “pedagogical support” in current pedagogical research

Importance. In modern educational conditions the question of ensuring the effectiveness of all educational process participants pedagogical interaction arises frequently. The teacher is increasingly faced with the task of creating conditions in which he would be able to fully meet the educational needs of students. The solution to the problem is realized through pedagogical support – an effective means of implementing the necessary measures of pedagogical influence to create the best interaction of all educational process subjects. Nowadays pedagogical science has accumulated quite a lot of theoretical material on pedagogical support, and numerous studies of the effectiveness of the phenomenon is conducted. The purpose of the research is to consider the main approaches to the studied phenomenon, systematization of scientific material on the research topic.

Research Methods. The research is conducted by analyzing scientific publications with pedagogical support subject.

Results and Discussion. The history of the studied phenomenon formation is given, its gradual development and allocation into an independent field of research is traced. Various approaches and points of view to the interpretation of the concept are analyzed. On the given basis the author’s definition based on the individual and system approach to its interpretation is proposed. The essential characteristics and specificity of pedagogical support, the main stages of its realization are defined, the components of pedagogical support are considered. The stages are reduced to the main three: diagnostics, technology and evaluation of its effectiveness. Pedagogical conditions that contribute to the successful realization of pedagogical support are presented. The necessity of identifying general and universal criteria for the effectiveness of pedagogical support, which should evaluate not the accompanied process, namely, pedagogical support as a method or technology. Such crite ria include the dynamics of the accompanied process, its qualitative changes and reduction of the time of changes.

Conclusion. It is concluded that the phenomenon under study is a complex and interdisciplinary concept that requires methodological elaboration and further research. Practical application of the obtained theoretical results allows to develop on given basis a comprehensive theory of pedagogical support, applied in practice in work with different categories of students.

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